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The 3 Part Drill and Vowel Intensive can be implemented once students know the first 4 letters in the IMSE sequence and serves as a basis for reinforcing learned sound/symbol relationships.

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The 3 Part Drill should be done everyday in Kindergarten and Special Ed. In first grade it should be done 3 times a week (minimum) and a minimum of twice a week for second grade.

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No cards should be removed from the card pack while working with concepts m-wh.

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TEACHER has the cards in random order, using only the concepts previously taught or concepts knows to at least 80% of the class (based upon assessment results).

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Present the cards, one at a time, and the entire class (or small group) pronounces the phoneme(s) corresponding to the grapheme(s) shown. *Teacher listens for the correct phoneme response. If difficulty is encountered, model the correct sound and re-insert the grapheme in the pack for practice in later appearances.

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Pictures can be placed at the top of the cards to help elicit correct sounds if students need visual reminders for sound retrieval.

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If the letter(s) represent more than one sound, ALWAYS have the students state the first sound learned, then allow students to state the remaining sound(s) learned. Proceed through the entire deck of 30 cards.

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SAND TRAYS ARE A PRIVILEGE and should be introduced to students after rules have been established for their use!!

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IF STUDENTS DO NOT HAVE PROPER LETTER FORMATION, a screen , green crayon, and paper may be sued before utilizing sand.

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Teacher will dictate highlighted phonemes from the P/G chart randomly. ALWAYS include ALL vowel phonemes in a session. When working with m-wh, dictate all sounds. As you progress through the P/G chart, choose approximately 30 sounds to dictate. Include new concepts, struggling areas, and the five vowels.

The teacher says, "Eyes on me. Spell /b/. Repeat."

When you say, "Eyes on me" they should not respond with "eyes on you" during the 3PD.

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After listening to the dictated phoneme, students will repeat and form the represented grapheme(s) in the sand (or on whiteboard). WHILE STUDENTS WRITE THEY MUST VERBALIZE THE LETTER NAME(S) AND THE SOUND(S) ASSOCIATED WIT HTHE LETTER(S): E.G., /b/, b says /b/ (while writing in the sand), then underlining the letter from left to right to reinforce tracking and reading direction!

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MORE THAN ONE SPELLING:

"You know two ways to spell this sound. (tell them to split their trays into however many ways there is to make the sound). The sound is /k/. Spell /k/. Repeat."

Students will write known spellings in the ORDER they were learned (e.g., "/k/, c says /k/, and k says /k/."

ALWAYS REQUIRE STUDENTS TO VERBALIZE SOUNDS AND LETTERS AS THEY WRITE.

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The card pack should be labeled (you should have done this in your training) into CVC formation for blending.

**This should have been done by putting them in piles, during the visual, based on your labeling.

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Teacher will point to each letter and students will say sound. Then, she will go back and sweep across with hand as children read each sound, blending into a word/syllable.

We want to see fluent blending before the end of Kindergarten.

**

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The Blending board will produce many nonsense syllables. The use of nonsense syllables solidifies the grapheme/phoneme link.

Students will give thumbs up when they come across a real word that is spelled and pronounced correctly, such as n-e-t net.

Thumbs down for nonsense words.

Avoid inappropriate words, irregular words (what), and words that break English rules.

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Graphemes r, w, and y change to vowel phonemes when placed as the final consonant, so they MUST NOT BE PLACED IN THE FINAL PILE.

*qu, w, r, y, h, j, k, and v must be placed in the initial pile.

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***Certain cards cannot be used in the vowel pile for the blending drill. Magic E grapheme cards are an example. REMOVE Magic E card from the pile to use (adding to the end of CVC words) to make words such as b-a-k-e.

***The hard and soft c and g card pack is used only as an extra drill to master what sound the c or g would say based on the vowel following it. For the 3PD, use card number 7 (c card) and card number 6 (g card).

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*Presenting blending in a vowel/consonant format and removing the initial consonant pile are good starting point for beginning readers. If the child can blend i-n= in, and similar VC syllables, time and practice with this VC format will foster mastery.

LATER, the teacher can add in the initial consonant pile (p-i-n = pin). It is best to begin with familiar words, progressing to nonsense words to check for mastery of phonemic awareness.

**As a reminder, continuous blending, rather than segmented blending, should be used whenever possible for any students experiencing difficulty. pg. 74

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Teachers evaluate students daily during the 3PD. Therefore, some cards may be eliminated from the card pack once mastery has been reached. ****

**** m-wh cards should NOT be removed until after they have been mastered; these concepts are the foundation upon which language grows!

Keep these guidelines in mind:

1. NEVER remove vowel sound cards (they are the most difficult to master).

2. Do not remove letters or sounds that are troublesome to students.

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THIS YEAR WE ASK YOU TO USE YOUR CARDS AND BLENDING BOARDS, NOT THE SLIDES FROM IMSE.

**Occasional use of slides is permitted.